In an effort to increase visibility of and access to the scholarship of teaching and learning (SoTL) work on one campus, a collaboration formed between a faculty developer, a librarian, and a media specialist within a center for teaching and learning (CTL).
This critical retrospective review describes the ideation, creation, and implementation of a faculty development fellows program at a regional comprehensive university.
Significant progress has been made in understanding science, technology, engineering, and mathematics (STEM) education and ways it can be improved, but propagation of change remains a challenge. This study presents an analysis of STEM faculty responses to open-text survey questions that asked them to identify motivations and obstacles to making changes in their teaching.
Gary A. Smith
Many faculty members demonstrate unwavering resistance to adopting research-based instructional strategies. This phenomenon commonly fits with motivated reasoning, whereby a person feels threatened by persuasion to change, leading to overtly defensive and sometimes disruptive behaviors and refusal.
Cultivating and Sustaining a Faculty Culture of Data-Driven Teaching and Learning: A Systems Approach
Marsha Lovett and Chad Hershock
A prominent goal of colleges and universities today is to enact data-driven teaching and learning. Faculty clearly play a key role, and yet they tend to have limited time, a lack of training in assessment or education research, and few incentives for engaging in this work.
(Cultural) Taxation Without Representation?: How Educational Developers Can Broker Discourse on Black Faculty Lives in the #BlackLivesMatter Era
Richard J. Reddick, Beth E. Bukoski, and Stella L. Smith
With an understanding that equity-minded faculty development is an essential space in which to respond to cultural taxation (CT), our study employed a phenomenological focus group design to investigate how Black faculty at a research-intensive PWI located in a creative class city buffeted by racial tensions navigated their service and community experiences.
These open sessions are an opportunity to connect, support, and create community with your educational development colleagues. Let’s check in with one another and talk about what (and how) we are all doing during this pandemic.
Revisiting an essay from 1999, this article explores the current conditions in higher education, and society more broadly, that help shape the roles for the scholarship of teaching and learning (SoTL) and educational development.
Lindsay Bernhagen, PhD
Hello readers, and welcome to both a new year and a new phase for To Improve the Academy. As your editor, I am thrilled to announce that this is our first open access issue brought to you by our new publisher, Michigan Publishing Services.